The Guardian And Evening Star, with which is incorporated the West Coast Times. THURSDAY, MAY 23, 1929. THE EDUCATION SYSTEM.

Hokitika Guardian, 23 May 1929, Page 4

The Guardian And Evening Star, with which is incorporated the West Coast Times. THURSDAY, MAY 23, 1929. THE EDUCATION SYSTEM.

With one so immersed in the education poncy ot the country as the present .Minister ot Education, it may be expected tiiat tiie emicatn-n system 01 1.. j country will no brought up ior review on tlie iluor of. the House at no u.stunt date :Vir Atmore lias indicated his bent in the matter, which is in the direction of greater uniiicat.on. As if talcing a lead from the statements of the .vimister the teachers’ proposals promulgated by the 2se\\ Zealand Educational Institute are on those lines. This means that very important changes are on the tapis. The report brought down at the late meeting of the teachers, contained the following recommendations: (1) That as the educative process is continuous the A'ew Zealand system of education to die end of the secondary course should he under the control and direction of a single authority for each determined area.

(2; That the first essential to any system of reorganisation is a reduction of the sizes of classes in primary schools.

(3) That the education system of New Zealand be reorganised with recognition of the following stages: (a) 3-5 years, kindergarten; (b) 5-11, primary; (3) over 11, secondary. (4) That the following principles be accepted for tlie first stages of the secondary course: (a) That from the age 11 to 15 no specialisation in the direction of agricultural, commercial or industrial education he attempted, hut that period be recognised only as exploratory to determine the aptitude of the pupil. (b> That curricu'a provide for the operation of a variety of differcMitiated courses «n enable a bias to be given to pupils’ tastes. (<•) That t> enable? the system to function to tlu- Lost advantage, the fallowing organisation he adopted:—(l) For large towns separate schools to be established ; (2) for smaller tonus district high schools be utilised; (3) in the country district consolidation be effected and district high sell els established. (d) That provision bo made for transference to university entrance course at an ear’.v age of tlmse children showing an academe- bias. !<•' That the elimination of over-lapving courses now in oper-’lion in hmb schools and technical schools he offe-t----od. Readers here will he ini crested fo note that Mr L. F. <le Berry, who achieved success as a teacher in this dnstrict, presented the report to tlie

meeting on behalf of the special com- I mittee, and in doing so said the question was one of tile most important tlie Institute had to consider for many

years. A study of the proposals suggests that they are on practical lines in keeping with runs liable consideraii.ms. There will be general agreement regarding the size of classes, and here the Institute lias the Hon. .Minister in close accord with it. Air Atmoro is very earnest ub nit the nu.do of primary education, and is not likely to countenance classes of undue size.

regarding the division as between primary and secondary stages, there may be some diil'iereiiee of opinion. In the average small school particularly, the age of eleven appears to lie too low to drop the primary section for the secondary stage. Eleven appears to be ab .lit the receptive age when primary knowledge can be best assimilated. It- is about that period when the average scholar wi.l be dropping the parrot idea, of learning, and ubS'.vbaig knowledge with some idea of

the reasoning behind it. A good primary foundation is the best asset for all that is to come after in life, and the system should assure that foundation being well and truly laid. The period ,-et down f.r sec.mlury education limy no considered rather extended for the average scholar who is not to specialise. The teachers’ proposal specially excludes specialisation in such subjects as agricultural (a pet one with Hie MinisLer) commercial (the' need jo,- every day of after life), and industrial (wo take it of the technical order). The three exceptions are important, for they are the inevitable .ent of the average child one way or the other in after life. Unless there is . onie scope f.r the child mind a ong every day avenues of occupation, there .rill lie little opportunity to find out the real bent of the child's inclinations, assum ng that secondary edu ailon is to be confined to higher mathcnatics. languages and history, the arts ..ml so f-rth. Less polisli and more practice suggests itself, and we believe

t is in that direction the Minister’s olicy will ultimately trend.